Focus
Eagle Festival Essay/Poetry
https://whatelse.pbwiki.com/Eagle-Contest
Figurative language
https://whatelse.pbwiki.com/Figurative-Language
MOTT on Eagles Write
http://nespelem.org/whatelse/
Editor Progress
Lesson Focus
The student will be able to follow the writing process using the six traits of powerful writing and peer conferences to prewrite, draft, and compose an essay and a poem on a topic related to the Balde Eagle Festival.
Our Lesson Progress is listed at:
https://whatelse.pbwiki.com/Eagle-Contest
Each activity follows an EALR expectation (below).
Each day I will record the step completed as lesson and any other lessons/activities completed as the need arises. Students still work on MOTT writing, blogs, and Coyote Talks.
Daily Lesson Log:
Monday 1/26
Eagle Contest Tasks
Prewriting: oral sharing, power writing, feedback, revision
Ideas: Idea Tree intro -- If you were a reporter what would you write? If you were a story-teller what would you write?
Tuesday 1/26
Eagle Contest Tasks
Ideas: Discuss observation, prewriting, gather focused ideas and interesting details
Prewriting: Gather observations and details -- Zoom out for the big picture and in for the details; take a snapshot in mind and describe what you see, inventing what you can't quite remember:
1. Zoom in/out; details
2. List as many 5Ws as you can: who, what, when, where, why
3. Write a twenty-word gist statement -- what is the main idea/message?
4. Describe what the creature in your story looks and sounds like; acts like
Keep in mind your message and purpose.
Monday 2/22. List as many 5Ws as you can: who, what, when, where, why
3. Write a twenty-word gist statement -- what is the main idea/message?
4. Describe what the creature in your story looks and sounds like; acts like
Keep in mind your message and purpose.
Wednesday 1/28
Review strategies: zoom, snapshot, 5Ws, gists, looks/sounds/acts
Review strategies: zoom, snapshot, 5Ws, gists, looks/sounds/acts
Review strategies: zoom, snapshot, 5Ws, gists, looks/sounds/acts
Code your organization.
Draft, Share, Draft
EALR
1: The student understands and uses a writing process. 1.1.1 Applies more than one strategy for generating ideas and planning writing. Generates ideas prior to organizing them * Uses a variety of prewriting strategies
1.2.1 Analyzes task and composes multiple drafts when appropriate a. Refers to prewriting plan. b. Drafts according to audience, purpose, and time.
d. Assesses draft and/or feedback
1.4.1 Edits for conventions (see 3.3).
1.3.1 Revises text, including changing words, sentences, paragraphs, and ideas. Rereads work several times and has a different focus for each reading (e.g., first reading — looking for variety of sentence structure and length; second reading — checking for clarity and specific word choice; third reading — checking for layers of elaboration). f. Evaluates and justifies the choice to use feedback in revisions (e.g., “I don’t want to change this because …”).
3.1.1 Analyzes ideas, selects a manageable topic, and elaborates using specific, relevant details and/or examples.
3.1.2 Analyzes and selects effective organizational structure.
2.1.1 Applies understanding of multiple and varied audiences to write effectively .
2.2.1 Demonstrates understanding of different purposes for writing.
